Predictor Importance in Future and Concurrent Predictions of Oral Reading Fluency

2020 ◽  
Author(s):  
Ashley Edwards
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Word Reading ◽  
Word Identification ◽  
Dynamic Assessment ◽  
Important Predictor ◽  
Word Attack ◽  
Predictor Importance ◽  
3Rd Grade

Background: Reading fluency is an important aspect of reading, yet little is known about what contributes to individual differences in reading fluency. The present study employs the use of dominance analysis to examine predictor importance in the prediction of 1st and 3rd grade oral reading fluency (ORF) from 1st grade reading related measures.Methods: Data from 312 children were collected in 1st grade on Sight Word Efficiency (SWE), Phonemic Decoding Efficiency (PDE), word identification (WID), word attack (WA), elision, sound matching, rapid letter naming (RLN), listening comprehension (LC), oral vocabulary, Dynamic Assessment CVCE score, Dynamic Assessment CVC score and ORF as well as ORF in 3rd grade. The relative importance of these measures in the prediction of concurrent and future ORF was examined using dominance analysis.Results: Results revealed SWE to be the most important predictor in the prediction of 1st grade ORF, achieving complete dominance over all other variables examined here. However, in the prediction of 3rd grade ORF, WID was the most important predictor, achieving some type of dominance over all other variables including conditional dominance over SWE. Conclusion: Word reading provided the most to the prediction of ORF with timed favored in the 1st grade model and untimed favored in the 3rd grade model. Implications for screening are discussed.

Skill Moderators of the Effects of a Reading Comprehension Intervention

2018 ◽  
Vol 85 (2) ◽  
pp. 197-211 ◽  
Author(s):  
Nathan H. Clemens ◽  
Eric Oslund ◽  
Oi-man Kwok ◽  
Melissa Fogarty ◽  
Deborah Simmons ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Oral Reading ◽  
Word Reading ◽  
Word Identification ◽  
Controlled Trial ◽  
Vocabulary Knowledge ◽  
Moderation Effect ◽  
Experimental Intervention

This study utilized secondary analyses of a randomized controlled trial and investigated the extent to which prestest word identification efficiency, reading fluency, and vocabulary knowledge moderated the effects of an intervention on reading comprehension outcomes for struggling readers in sixth through eighth grades. Given that the experimental intervention included components that targeted word reading, reading fluency, and vocabulary, we hypothesized that students with lower pretest performance in those skill domains would benefit more from the intervention compared to students with relatively stronger pretest performance or students who received school-implemented (business-as-usual) intervention. Results indicated that pretest word identification efficiency and vocabulary did not moderate the effects of the intervention; however, moderation effects were observed for pretest oral reading fluency such that reading comprehension gains of students with lower pretest fluency were greater in the experimental intervention compared to students with higher pretest fluency or in the comparison condition. Reasons for the moderation effect are discussed. Findings underscore the use of moderation analyses when evaluating multicomponent interventions.

Growth in Reading Comprehension and Verbal Ability From Grades 1 Through 9

2016 ◽  
Vol 36 (4) ◽  
pp. 307-321 ◽  
Author(s):  
John M. Holahan ◽  
Emilio Ferrer ◽  
Bennett A. Shaywitz ◽  
Donald A. Rock ◽  
Irwin S. Kirsch ◽  
...  
Keyword(s):  
Reading Fluency ◽  
Oral Language ◽  
Word Reading ◽  
Word Identification ◽  
Growth Models ◽  
Verbal Ability ◽  
Intelligence Scale ◽  
Verbal Abilities ◽  
Word Attack ◽  
Early Grades

We systematically assessed the relationships between growth of four components of verbal ability—Information, Similarities, Vocabulary, and Comprehension subtests of the Wechsler Intelligence Scale–Revised—and longitudinal growth from Grades 1 to 9 of the Woodcock–Johnson Psycho-Educational Battery Passage Comprehension subtest while controlling for Word Identification and Word Attack, using multilevel growth models on a sample of 414 children. Growth was assessed over all grades (1-9), and separately for early grades (1-5) and later grades (5-9). Over all grades, growth in Word Identification had a substantial standardized loading to Passage Comprehension, and all four verbal abilities had smaller, but significant standardized loadings to Passage Comprehension ( p < .05), with Information and Vocabulary having slightly higher loadings than Similarities and Comprehension. For early grades, results were similar to the overall results, with the exception of Vocabulary, which had a nonsignificant loading to Passage Comprehension. For later grades, Word Identification again had the largest, but substantially smaller standardized loading on Passage Comprehension and standardized loadings of all four verbal abilities were statistically significant with Vocabulary and Wechsler Intelligence Scale for Children–Revised (WISC-R) Comprehension having appreciably higher loadings than in the previous analyses. Conversation- and interaction-based intervention and instruction in oral language in general, and vocabulary in particular throughout early childhood and continuing throughout the school years, combined with evidence-based instruction that systematically develops the skills of phonologic awareness, decoding, word reading, fluency, and comprehension in school, may provide a pathway to reducing the achievement gap in reading.

scholarly journals Investigating the comprehension iceberg: Developing empirical benchmarks for early-grade reading in agglutinating African languages

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Nicholas Spaull ◽  
Elizabeth Pretorius ◽  
Nompumelelo Mohohlwane
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Word Reading ◽  
African Languages ◽  
Early Grade ◽  
Morphologically Rich Languages ◽  
Grade 3 ◽  
Single Word Reading ◽  
Alphabetic Knowledge

Background: Reading development in agglutinating African languages is a relatively under-researched area. While numerous studies highlight the low comprehension levels among learners reading in African languages in South Africa, little has been done to probe beneath this ‘comprehension iceberg’ in terms of decoding skills.Aim: As a tentative step towards benchmarking in African languages, we analyse the sub-components of reading across three languages (Northern Sotho, Xitsonga and isiZulu), to better understand the nature of alphabetic knowledge, word reading and fluency in these languages, how these relate to one another, and how accuracy and speed relate to comprehension.Setting: Data was obtained from 785 Grade 3 learners across three African languages in three provinces in South Africa.Methods: The early grade reading assessment (EGRA) framework was adapted to the written features of the three languages to assess letter-sounds, single-word reading, non-word reading, oral reading fluency (ORF) and oral comprehension.Results: We present results on fluency, accuracy and comprehension and their interrelationships in these morphologically rich languages. While differences emerged between the conjunctive and disjunctive orthographies, strong relations occurred across the languages between letter-sound knowledge and word reading, word reading and oral reading fluency, and ORF and reading comprehension. Results suggest minimum thresholds of accuracy and ORF in each language, below which it is virtually impossible to read for meaning.Conclusion: There is a strong need for language-specific norms and benchmarks for African languages. Preliminary minimum decoding thresholds for comprehension found in these three languages serve as a move in that direction.

scholarly journals PERAN MEMBACA AWAL TERHADAP PEMAHAMAN BACAAN PADA SISWA KELAS IV SEKOLAH DASAR

2019 ◽  
Vol 3 (2) ◽  
pp. 333
Author(s):  
Amalia Novita Retaminingrum ◽  
Sri Tiatri ◽  
Soemiarti Patmonodewo
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
Listening Comprehension ◽  
Oral Reading Fluency ◽  
Word Reading ◽  
Reading Assessment ◽  
Early Reading ◽  
Non Fiction ◽  
Early Grade

Tujuan dari penelitian ini adalah untuk menguji peran kelancaran membaca awal terhadap pemahaman bacaan. Partisipan adalah 150 siswa kelas empat. Partisipan diberi satu set asesmen yang mencakup beberapa komponen kelancaran membaca awal dan pengukuran atas pemahaman bacaan  fiksi dan non fiksi. Kelancaran membaca awal diukur dengan Early Grade Reading Assessment yang mengukur letter name identification, segmentation (phoneme or syllables), non word reading, oral reading fluency, reading comprehension, listening comprehension, vocabulary, dan dictation.  Pemahaman bacaan fiksi dan non fiksi diukur melalui tes yang dikembangkan berdasarkan Curriculum Based Assessment dari Kurikulum 2013 Indonesia. Analisis regresi dilakukan pada penelitian ini, dan hasil penelitian menunjukkan bahwa ada dua komponen kelancaran membaca awal yang berhubungan dengan pemahaman bacaan. The goal of this study was to examine the role of early reading fluency in reading comprehension. Participants were 150 fourth-grade children. They were given an assessment that included multiple components of early reading fluency, and a fiction and non fiction text to measure their reading comprehension. For early reading fluency, this study used Early Grade Reading Assessment which measures of letter name identification, segmentation (phoneme or syllables), non word reading, oral reading fluency, reading comprehension, listening comprehension, vocabulary, and dictation. For fiction and non-fiction reading comprehension, this study use Curriculum Based Assessment from 2013 Indonesian Curriculum. Regression analyses were undertaken, the results showed that there are two component of early reading fluency which related to reading comprehension. 

‘Mind the Gap’: Effective Literacy Instruction for Indigenous Low-Progress Readers

2010 ◽  
Vol 34 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Kevin Wheldall ◽  
Robyn Beaman ◽  
Elizabeth Langstaff
Keyword(s):  
Low Socioeconomic Status ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Word Reading ◽  
Remedial Reading ◽  
Low Socioeconomic ◽  
Reading Accuracy ◽  
Aboriginal Students ◽  
Single Word Reading

AbstractA large gap is evident between the reading and related skills performance of Aboriginal students compared with that of their nonindigenous peers and this gap increases over the primary years of schooling. In this study, 34 students attended a tutorial centre in Sydney for older low-progress readers in Years 5 and 6, for two school terms. All students were referred by their schools on the basis of their reading difficulty and low socioeconomic status. The parents of 14 of these students self-identified as being Aboriginal. All students received an intensive, systematic skills-based remedial reading and spelling program (mornings only) and were assessed on a battery of literacy measures both prior to and following the two term intervention. The pre and posttest raw scores on all measures were analysed to determine the efficacy of the program. The group as a whole made large and highly significant gains on all measures of reading accuracy, comprehension, single word reading, nonword reading, spelling and oral reading fluency. There were no significant differences in gain between the two subgroups indicating that the program of instruction was equally beneficial for both Aboriginal and non-Aboriginal students.

What Does “Below Basic” Mean on NAEP Reading?

2021 ◽  
pp. 0013189X2110441
Author(s):  
Thomas G. White ◽  
John P. Sabatini ◽  
Sheida White
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Reading Skills ◽  
Word Reading ◽  
Reading Assessment ◽  
Achievement Level ◽  
National Assessment ◽  
Basic Level ◽  
Analyze Data

The fourth-grade 2019 National Assessment of Educational Progress (NAEP) Reading assessment shows that 34% of the nation’s students perform below the NAEP Basic level. However, because there is no achievement-level description for below Basic, educators and policymakers lack information on the nature of the reading difficulties that these students face. To help fill this gap, we analyze data from the 2018 NAEP Oral Reading Fluency study. We find that, compared with students who perform at the NAEP Basic level and above, students who perform below NAEP Basic level are much more likely to have poor oral reading fluency and word reading skills.

scholarly journals Fluency Interventions for Elementary Students with Reading Difficulties: A Synthesis of Research from 2000–2019

2020 ◽  
Vol 10 (3) ◽  
pp. 52
Author(s):  
Alida Hudson ◽  
Poh Wee Koh ◽  
Karol A. Moore ◽  
Emily Binks-Cantrell
Keyword(s):  
Reading Comprehension ◽  
Elementary Students ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Word Reading ◽  
Repeated Reading ◽  
Reading Difficulties ◽  
Effect Sizes ◽  
The Impact

Oral reading fluency (ORF) deficits are a hallmark of reading difficulties. The impact of fluency struggles extends beyond word-level difficulties to include deficits in reading comprehension. Sixteen empirical studies conducted in 2000–2019 that examined ORF interventions among elementary students identified as having reading difficulties were reviewed to identify the characteristics (e.g., instructional variables, group size, type of interventionist) of effective ORF interventions and their impact on English oral reading fluency and reading comprehension outcomes. The systematic review revealed that interventions reported centered around repeated reading procedures (86.5%). Across the 16 studies, outcomes for oral reading fluency varied widely and most focused on speed and rate aspects rather than prosody. Effect sizes for rate and accuracy measures ranged from negligible to large (i.e., 0.01 to 1.18) and three studies found large effects for prosody outcomes. Effect sizes for reading comprehension ranged between non-significant and large significant effects. Findings support the use of repeated reading of text to build up ORF of students with reading difficulties. Interventions that were found to be most effective were those that were conducted one-on-one with a trained model of fluent word reading and accuracy. Findings also point to three gaps in our understanding: (1) the efficacy of interventions other than repeated reading, (2) effects of ORF interventions on prosody outcomes, and (3) sustainability of outcomes.

Effects of Performance Criteria on Oral Reading Fluency Generalization

2010 ◽  
Author(s):  
Nicholas D. Young ◽  
Edward J. Daly ◽  
Sara Kupzyk ◽  
Melissa N. Andersen
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Performance Criteria
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